![[VIDEO] Embracing our NeXt strategy](https://admin.jet.org.za/news/news/video-embracing-the-next-strategy/@@images/202254ef-aeda-449a-a483-fc3a694d2e6a.png "[VIDEO] Embracing our NeXt strategy")
This JET video will be shared in an exciting four-part series on the JET social media platforms
Entire site
End of Year Message, closing off 2024
Conversations about teachers: Summary of the seventh conversation
In collaboration with the University of Johannesburg and JET Education Services, the Education Sector Committee of the National Commission for UNESCO in South Africa hosted the 7th Conversations About Teachers webinar focusing on “Factors that inhibit/support teacher wellness.”
JET Housewarming programme
Journal of Vocational, Adult and Continuing Education and Training
The Journal of Vocational, Adult and Continuing Education and Training (JOVACET) recognises the need for critical engagement through studies in technical and vocational education and training (TVET) and adult and continuing education and training, and for encouraging critical scrutiny of this expansive knowledge area on the African continent.
The primary mission of JOVACET is to establish a robust platform that nurtures the growth of innovative research.
JET Education Services wishes to congratulate the matriculants of 2024 on the 87.3% pass rate.
South African experience building capacity and supporting rapid evaluation
Due to the need for rapid evidence during the COVID19 pandemic, work on rapid evaluation was initiated in South Africa by a collaboration between the Western Cape Government (WCG) and the National Department of Planning, Monitoring, and Evaluation (DPME), which introduced rapid evaluation guidelines and training. This article presents two cases conducted by the government and highlights an initiative taken by the South African Monitoring and Evaluation Association (SAMEA) to support rapid evaluations for non-profit organizations (NPOs). Authored by: Moses Mashingaidze, Data Innovators; Ian Goldman, Nelson Mandela Scholl of Public Governance; and Eleanor Hazell, JET Education Services.
eVALUation Matters volume 2 summarizes the South African experience since 2020 in applying rapid evaluations (REs) in government, and the role of the South African Monitoring and Evaluation Association (SAMEA) in supporting REs in the Non-Profit Organization (NPO) sector. It outlines the lessons from this experience, highlighting the collaborative efforts and innovative approaches that enhanced capacity building.
Towards a South African Teacher Induction Framework
The many challenges experienced by NQTs include assignment to poorly-disciplined, lowperforming and/or large classes, additional responsibilities, high teaching loads, and difficulty in accessing the staffroom culture (Tahir et al., 2014). As a result, many leave teaching after a few years for other jobs. Accordingly, in June 2018, JET Education Services (JET) was contracted by the Flemish Association for Development Cooperation and Technical Assistance (VVOB) and the DBE to undertake the research to develop a draft concept document on teacher induction.
Fact Sheet: Why 21st Century Skills Matter? Rethinking Education for a Dynamic World
Education systems have long been positioned to provide individuals with the skills, knowledge and competencies society needs. However, as society in the 21st century is characterised by sweeping change happening every day, there is a need to rethink (1) the type of knowledge and competencies learners are leaving school with and (2) whether the schooling system is preparing learners with the tools they need to thrive in an ever-changing world.
Post-apartheid South Africa has made immeasurable progress, with many leaps and bounds having been made over the last 30 years. And yet, we have not made enough progress to ensure equitable access to quality education for young learners – especially the kind that equips them for a rapidly changing world. South Africa risks falling behind in the global innovation race if our school curriculum does not prepare young people to thrive in a knowledge economy. Learners need to be empowered with skills to become innovators and entrepreneurs that can drive economic development in the 21st century.
A conversation with Shahana Bhabha. Listen to Episode 49: Intro to Advocating for the 21st Century Skills in Learning
Conversation with Jackie Carnow and Aasiyah Saffodien on Podcast Episode 50
A conversation with Kristal Duncan-Williams
A conversation with Zahraa McDonald Prof. Leketi Makhalela
A conversation with Hana Yoshimoto, Chief of Education at UNICEF
International Day of Education is commemorated on the 24th of January, reflecting on the transformative power of education and its role in empowering individuals and communities.
Thuto Trust is one of the Implementing Partners for the TICZA project.
Zaahedah Vally is a qualitative researcher within the Research and Data Ecosystems Division at JET. Her role involves leading projects and initiatives that aim to improve education systems, with a focus on research and practical implementation.
We were delighted to host our esteemed colleagues from the LEGO Foundation at our brand-new JET offices.
Rebooting the PSET CLOUD - A digital platform that will empower people to navigate the post-school world of learning and work.
TICZA Community of Practice (CoPs) 2024: Integrated Report
The TICZA Community of Practice (CoP) is a programme element in the TICZA workstream ‘Sector- Wide Collaboration’. The purpose of this stream is to (i) deepen collaboration and knowledge sharing amongst stakeholders and implementing partners (IPs), leading to shared lessons and improved network relationships and partnerships among TICZA members; and (ii) develop shared resources that can be adapted and integrated into programme delivery to enhance system alignment. TICZA CoPs are a collaborative mechanism through which stakeholders share knowledge and practice, discuss key initial teacher education (ITE) issues and expand the evidence base on student- teacher internship models. CoP reports capture a range of inputs and shared insights which feed into the TICZA project; TICZA partners are expected to leverage and integrate these views into TICZA plans and workstreams.
In January 2025, JET Education Services signed the South African Philanthropy Climate Commitment, becoming 1 of the first 10 signatories to take the lead in the movement.
Infographic: Collaborative partnerships for collective impact on education outcomes
NASCEE Collaboration Project Output 4
Infographic: Jala Peo A Collective Impact Initiative in South Africa
Output 1: This thought piece focuses on a successfully implemented collective impact initiative in South Africa, the Jala Peo Initiative.
Thought piece 2: Jala Peo – A collective impact initiative in South Africa
NASCEE Collaboration Project Output 3
Thought piece 1: Collaborative partnerships for collective impact on education outcomes
NASCEE Collaboration Project Output 2
The workforce landscape is changing. Degrees alone no longer guarantee job security or skills relevance.
The State of Play of Microcredentials: Mauritius
The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).
The State of Play of Microcredentials: South Africa
The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).
The State of Play of Microcredentials: Estonia
The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).
The State of Play of Microcredentials: Belgium / Flanders
The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).
The State of Play of Microcredentials: Ireland
The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).
The State of Play of Microcredentials: Namibia
The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).
The State of Play of Microcredentials: Lesotho
The PoMiSA (The Potential of Microcredentials in Southern Africa) project is a collaborative endeavour among leading Southern African and European universities, national councils, and strategic partners, aimed at exploring and leveraging the transformative potential of microcredentials within the Southern African region. The PoMiSA project aims to contribute to the advancement of higher education and workforce development in Southern Africa by unlocking the potential of microcredentials. Through collaborative efforts and strategic initiatives, the project seeks to establish a robust framework for the recognition, quality assurance, and regulation of microcredentials, ultimately fostering innovation, mobility and economic growth in the region. The project will systematically develop principles and policies for the recognition, quality assurance and regulation of microcredentials in Southern African countries. The PoMiSA project is pleased to release a series of country reports. These reports outline the state of play regarding microcredentials in each of the countries in which PoMiSA participants are based (Estonia, Flanders, Ireland, Lesotho, Mauritius, Namibia, and South Africa).
The University of Pretoria is a Higher Education Institution (HEI) partner in the TICZA project.
![[EVENT] The Limpopo Department of Education in partnership with Thuto Trust launched the Rural Education Teacher Internship project](https://admin.jet.org.za/clearinghouse/projects/teacher-internship-collaboration-south-africa-ticza/news-events/the-limpopo-department-of-education-in-partnership-with-thuto-trust-launched-the-rural-education-teacher-internship-project/@@images/fb510d1b-99a4-46d5-ad6c-d13bedc41b24.jpeg "[EVENT] The Limpopo Department of Education in partnership with Thuto Trust launched the Rural Education Teacher Internship project"){kind=small}
The UKZN School of Education is also one of the Higher Education Institution (HEI) partners for the TICZA Project.
This staff profiling article interviews Shatadi Moswane, JET Receptionist and Administrative Coordinator
Teach South Africa is one of the implementing partners for the TICZA project.
Instill Education is one of the Higher Education Institution (HEI) partners for the TICZA Project.
More than a Teacher (MTAT) is also one of the Implementing Partners for the TICZA Project
Dynamics of middle tier support in the South African education system: contextual and institutional influences
This research, undertaken by JET Education Services, forms part of broader work being conducted by the Learning Generation Initiative (LGI) to help address the gaps in evidence on how a stronger middle tier can positively influence education outcomes, including teaching and learning. This research seeks to address the specific gaps outlined above by providing new evidence and insights from the South African education system. The research explored the challenges and innovations in middle-tier professional’s practices in education management and instructional leadership as well as the institutional factors that frame how the middle tier undertake these responsibilities. Contextual factors were explicitly investigated to better understand how they interact with institutional issues to impact middle-tier effectiveness.
A new publication has been released titled Dynamics of middle tier support in the South African education system: contextual and institutional influences
🎙The Tyranny of Credentials: Can Micro-Credentials Bridge Education's Inequality Gap?
A range of insights and best practices built up over Bridge Innovation in Learning's 14-year history, collated, and shared on the National Association of Social Change Entities in Education (NASCEE) website to support innovation and capacity building.